Overview of Assessment Validation
Registered Training Organisations (RTOs) handle numerous duties after becoming registered, which include yearly declarations, AVETMISS data submission, and advertising compliance. Among these tasks, validation of assessments often stands out. While we've discussed validation in several discussions, a review of the basics is necessary. ASQA describes assessment review as granular review of the assessment process.
Essentially, assessment validation is about identifying which parts of an RTO’s assessment methods are effective and which need improvement. With a proper grasp of its key aspects, validation becomes less daunting. According to Clause 1.8 of the 2015 Standards for RTOs, RTOs must ensure their assessment systems, including RPL, adhere to the training package requirements and are conducted according to the Principles of Assessment and Rules of Evidence.
The regulations mandate two types of validation. The primary type of assessment validation guarantees adherence to the training package assessment requirements within your RTO's scope. The other type guarantees that assessments follow the principles of assessment and rules of evidence. This implies that validation is performed in both pre- and post-assessment stages. This article will discuss the primary type—validation of assessment tools.
Two Types of Assessment Validation
- Assessment Tool Validation: Commonly called pre-assessment validation or verification, involves the primary part of the clause, ensuring meeting all unit requirements.
- Post-Assessment Validation: Relates to the conduct, making sure RTOs conduct assessments according to the Principles of Assessment and Rules of Evidence.
Guide to Conducting Assessment Tool Validation
When to Conduct Assessment Tool Validation
The goal of assessment tool validation is to make sure that all aspects, criteria for performance, and performance and knowledge evidence are included by your assessment methods. Therefore, whenever you acquire new educational resources, you must perform assessment tool validation before allowing students to use them. There's no need to wait for your next scheduled validation. Review new tools immediately to ensure they are appropriate for students.
Nevertheless, this isn't the only occasion to perform this type of validation. Conduct assessment tool validation also when you:
- Enhance your resources
- Add new training products on scope
- Compare your course with training product updates
- Recognise your learning resources as a risk during your risk assessment
The Australian Skills Quality Authority employs a risk-based approach for regulating RTOs and expects regular risk assessments. Therefore, student complaints about learning resources are an ideal time to conduct assessment tool validation.
Training Products Requiring Validation
Keep in mind that this validation ensures compliance of all learning resources before use. All RTOs must validate materials for each subject unit.
Necessary Resources for Assessment Tool Validation
To start assessment tool validation, you will need the complete set of your educational resources:
- Mapping Document: The first document to review. It indicates which assessment tasks meet course unit requirements, aiding in faster validation.
- Student Workbook: Ensure it is suitable as an assessment tool during validation. Check if guidelines are clear and response areas are sufficient. This is a common issue.
- Assessor Guide/Marking Guide: Also check if guidelines for assessors are sufficient and if clear benchmarks for each assessment task are provided. Clear criteria are crucial for reliable evaluation results.
- Supplementary Resources: These may include checklists, logs, and forms developed separately from the workbook and assessor guide. Validate these to ensure they fit the assessment activity and comply with subject requirements.
Validation Panel
Clause 1.11 specifies the requirements for members of the validation panel. It states assessment validation can be performed by one or more people. However, RTOs usually ask all educators and assessors to participate, sometimes including industry experts.
Collectively, your panel must have:
- Vocational Skills and Current Industry Skills relevant to the validated unit.
- Updated Knowledge and Skills in Vocational Teaching and Learning.
- Either of the following credentials for training and assessment:
- TAE40116 Certificate IV in Training and Assessment or its successor.
Principles of Assessment
- Impartiality: Is the assessment find it here process fair and equitable for all candidates?
- Versatility: Are there multiple ways to demonstrate competence, accommodating different needs and preferences?
- Validity: Does the assessment evaluate what it is intended to evaluate?
- Reliability: Are the assessment results consistent regardless of who conducts the training?
Guidelines for Evidence
- Appropriateness: Is the evidence appropriate to the requirements of the unit of competency?
- Adequacy: Is there enough evidence to ensure that the learner has the skills and knowledge required?
- Originality: Does the assessment tool verify that the work is the candidate’s own?
- Relevance: Does the evidence reflect current skills and knowledge?
Key Considerations for Assessment Validation
Pay attention to the action words in the unit requirements and ensure they are addressed by the evaluation task. For example, in the unit CHCECE032 Baby and Toddler Care, one performance evidence requirement asks students to:
- Change diapers
- Prepare bottles, bottle feed babies and clean equipment
- Feed babies with solid food
- Respond to baby signs and cues properly
- Get babies ready for sleep and settle them
- Monitor and encourage age-appropriate physical exploration and gross motor skills
Typical Mistakes
Asking students to describe the nappy-changing process for babies under 12 months old does not meet the unit requirement. Unless the unit requirement is meant to assess underpinning knowledge (i.e., knowledge-based evidence), students should be carrying out the tasks.
Be Careful with Plurals!
Pay attention to the quantities. In our example, one of the unit requirements of CHCECE032 calls for the students to complete the tasks at least once on two different babies under 12 months of age. Having students complete the tasks listed twice on just one baby does not fulfill the requirement.
All or Not Competent
Pay attention to itemized requirements. As mentioned earlier, if students perform only half the tasks listed, it’s not compliant. Each evaluation task must cover all criteria, or the student is incompetent, and the assessment method is out of compliance.
Provide Specific Details
Each assessment task must have clear and specific reference answers to guide the assessor’s judgment on the student’s competence. Therefore, it’s crucial that your directions do not mislead students or assessors.
Double-Barrelled Questions: Avoid Them
Not using double-barrelled questions makes it simpler for students to respond and for assessors to accurately assess student competence.
Assurance During Audits
Considering these requirements, you might wonder, “Don’t learning resource developers offer audit guarantees?” However, with these promises, you must wait for an audit before they help rectify noncompliance. This affects your compliance history, so it's better to take a preventative and compliant approach.
By following these guidelines and understanding the Principles of Assessment and evidence rules, you can ensure that your assessment tools are valid with the standards established by ASQA and the SRTOs 2015.